Percepción de estudiantes y docentes sobre el uso de ChatGPT en el proceso educativo
DOI:
https://doi.org/10.70625/rlce/1027Palabras clave:
ChatGPT, Inteligencia artificial, Proceso educativo, PercepciónResumen
El estudio tuvo como objetivo analizar la percepción de estudiantes y docentes sobre el uso de ChatGPT en el proceso educativo en una Escuela de Educación Básica del cantón Salitre, provincia del Guayas. Se desarrolló mediante un enfoque cuantitativo, con alcance descriptivo, diseño no experimental y corte transversal. La población estuvo conformada por 15 docentes y 127 estudiantes, mientras que la muestra incluyó a los 15 docentes y 91 estudiantes seleccionados mediante criterios de inclusión y exclusión. Para los docentes se aplicó una encuesta con un cuestionario de 10 ítems y, en los estudiantes, se empleó una guía de observación con una lista de cotejo de 10 ítems y tres alternativas de respuesta. Los resultados evidenciaron una percepción favorable hacia ChatGPT como recurso complementario para aclarar dudas, acceder a información y apoyar determinadas actividades académicas. Sin embargo, también se identificó la necesidad de fortalecer la verificación de información, el contraste de fuentes, la autonomía y el uso responsable de las respuestas generadas. Estas condiciones permitieron reconocer oportunidades y desafíos vinculados con la incorporación de esta tecnología. Se concluyó que ChatGPT puede aportar al proceso educativo cuando su utilización responde a propósitos pedagógicos definidos y mantiene la mediación docente.
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Derechos de autor 2026 Jessica María Arreaga Jiménez, Blanca Viviana Gonzabay Anastacio, Mercy Esther Morán Villamar, Eloisa del Rocío Alvarado Quinto, Maricela Yajaira Vizueta Mosquera, Cecilia del Rocío Bajaña Chavéz (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
